Master of Education Summer Course Offerings

Download Course Offerings

newenglandcollegeweb

Master of Education (M.Ed./CAGS)

ONLINE Course Offerings

Open to all (unless otherwise noted)

Blackboard LMS used for all courses

 

 

7- week Terms:

Summer II 2016: July 5 – August 21

 

Fall I 2016: August 29 – October 16

(Fall Break: October 17-23)

 

Fall II 2016: October 24 – December 18

(Thanksgiving break: November 21 -27)

 

Spring I 2017: January 16 – March 5

(Spring Break I: March 6 – 19)

 

Spring II 2017: March 20 – May 7

(Spring Break II: May 8-14)

 

Summer I 2017: May 15 – July 2

For more information, please contact:

Dr. Debra Nitschke-Shaw

Associate Dean of Education

New England College

98 Bridge Street

Henniker, NH 03242

603-428-2322

dnitschke@nec.edu

 

ONLINE Offerings – open to all (unless otherwise noted)

 M.Ed./CAGS ONLINE Course offerings

Summer II 2016: July 5 – August 21, 2016

 

CRN Course Code/Title/Credits Instructor
135  

ED 5261 Research Practicum I (2 credits)

 

Debra Nitschke-Shaw
136  

ED 5262 Research Practicum II (2 credits)

 

Debra Nitschke-Shaw
137 ED 5990 Instructional Leadership in Alternative Schools

(3 credits)

Ja’net Bishop
221 ED 6110 Dynamics of Curriculum and Instruction (4 credits) Sarah Rollins
138  

ED 6410 Dynamics of Educational Reform and Systems Change (4 credits)                                 Note: If seeking certification you will need 30 hours in a practicum setting

 

Jacqueline Coe
139 ED 6511 Fundamentals of Educational Inquiry: Action Research I (2 credits) Debra Nitschke-Shaw
140 ED 6512 Fundamentals of Educational Inquiry: Action Research II (2 credits) Dee Cornelison
222 ED 6951 Portfolio I (1 credit) Debra Nitschke-Shaw
141 ED 6952 Portfolio II (1 credit) Chris Beeso
142 ED 6961 Portfolio III (1 credit) Debra Nitschke-Shaw
143 ED 6962 Portfolio IV (1 credit) Debra Nitschke-Shaw
144 ED 7003 Educational Leadership and Critical Issues

(4 credits)

Leo Corriveau
145 ED 7201 Principal Internship I (1 credit) Pam Shepard
146 ED 7202 Principal Internship II (1 credit) Pam Shepard
147 ED 7203 Principal Internship III (1 credit) Pam Shepard
148 ED 7501 Superintendent Internship I (1 credit) Michael Morgan
149 ED 7502 Superintendent Internship II (1 credit) Michael Morgan
150 ED 7503 Superintendent Internship III (1 credit) Michael Morgan

 

 

JENMARC 2016 cohort

The following courses are required of JENMARC students but they are open to others.

 

221 ED 6110 Dynamics of Curriculum and Instruction (4 credits) Sarah Rollins
  Select a course for your concentration – available courses are listed below
137 ED 5990 Instructional Leadership in Alternative Schools

(3 credits)

Ja’net Bishop
144 ED 7003 Educational Leadership and Critical Issues

(4 credits)

Leo Corriveau

 

 

 M.Ed./CAGS ONLINE Course offerings

Fall I 2016: August 29 – October 16

(Fall Break: October 17 – 23)

CRN Course Code/Title/Credits Instructor
102 ED 5130 Psychology of Learning Communities (4 credits) Jacqueline Coe
103 ED 5170 Special Education: Disabilities, Issues, and Laws   (3 credits)

Those seeking certification must add CRN 123 Practicum in Special Education: Disabilities, Issues and Laws (1 credit)

Andra Hall
104 ED 5261 Research Practicum I (2 credits) Debra Nitschke-Shaw
105  

ED 5262 Research Practicum II (2 credits)

 

Debra Nitschke-Shaw
106  

ED 5990 Consultation and Collaboration in Alternative Education (3 credits)

 

Ed Lowther
107 ED 6000 Literacy and Language Arts (3 credits)

Those seeking certification must add CRN 124 Practicum in Literacy and Language Arts (1 credit)

Joan Follansbee
108 ED 6110 Dynamics of Curriculum and Instruction (4 credits) Sarah Rollins
109 ED 6511 Fundamentals of Educational Inquiry: Action Research I (2 credits) Debra Nitschke-Shaw
110 ED 6512 Fundamentals of Educational Inquiry: Action Research II (2 credits) Debra Nitschke-Shaw
111 ED 6951 Portfolio I (1 credit) Chris Beeso
112 ED 6961 Portfolio III (1 credit) Debra Nitschke-Shaw
113 ED 7000 School Leadership (3 credits) Carlton Fitzgerald
114 ED 7004 School Law: ME, NH, & Federal (3 credits) Laura Nelson
115 ED 7009 Facilities Planning and Management and Data-Based Decision Making

(3 credits)

Leo Corriveau
116 ED 7030 Culminating Leadership Plan: Yourself, Your School, and Your Profession                                          (4 credits) Debra Nitschke-Shaw
117 ED 7201 Principal Internship I (1 credit) Pam Shepard
118 ED 7202 Principal Internship II (1 credit) Pam Shepard
119 ED 7203 Principal Internship III (1 credit) Pam Shepard
120 ED 7501 Superintendent Internship I (1 credit) Michael Morgan
121 ED 7502 Superintendent Internship II (1 credit) Michael Morgan
122 ED 7503 Superintendent Internship III (1 credit) Michael Morgan

 

 

JENMARC 2016 cohort

The following courses are required of JENMARC students but they are open to others.

 

149 ED 6180 Methods of Evaluation and Assessment (4 credits) Stacy Serzans
  Select a course for your concentration – available courses are listed below
103  

ED 5170 Special Education: Disabilities, Issues, and Laws   (3 credits)

 

Andra Hall
106  

ED 5990 Consultation and Collaboration in Alternative Education (3 credits)

 

Ed Lowther
107  

ED 6000 Literacy and Language Arts (3 credits)

 

Joan Follansbee
113 ED 7000 School Leadership (3 credits) Carlton Fitzgerald
114 ED 7004 School Law: ME, NH, & Federal (3 credits) Laura Nelson

 

JENMARC 2016 Fall Start cohort

The following courses are required of JENMARC students but they are open to others.

150 ED 5130 Psychology of Learning Communities (4 credits) Charlie Virga
151 ED 6951 Portfolio I (1 credit) Debra Nitschke-Shaw

 

 

ONLINE Offerings – open to all (unless otherwise noted)

 

M.Ed./CAGS ONLINE Course offerings

Fall II 2016: October 24 – December 18

(Thanksgiving Break, no classes: November 21-27)

CRN Course Code/Title/Credits Instructor
102 ED 5000 Technology and Information Literacy (3 credits) Leanne Chauvette
103 ED 5010 Curriculum Design/Planning/Instruction/Assessment (4 credits) Sarah Rollins
104 ED 5261 Research Practicum I (2 credits) Dee Cornelison
105 ED 5262 Research Practicum II (2 credits) Debra Nitschke-Shaw
106 ED 5990 Developing and Sustaining Excellence in Schools (3 credits) Pamela Bruening
107 ED 6180 Methods of Evaluation and Assessment: Making Data Meaningful                                    (4 credits) Melissa Romein
108 ED 6410 Dynamics of Educational Reform and Systems Change (4 credits)

Note: if seeking certification you will need 30 hours in a practicum setting

Jacqueline Coe
109 ED 6512 Fundamentals of Educational Inquiry: Action Research II (2 credits) Debra Nitschke-Shaw
110 ED 6952 Portfolio II (1 credit) Chris Beeso
111 ED 6962 Portfolio IV (1 credit) Debra Nitschke-Shaw
112 ED 7001 School Finance and Policy (3 credits) Carlton Fitzgerald
113 ED 7005 Educational Technology Leadership (3 credits) Laura Nelson
114 ED 7020 Exploring Assessment and Accountability: Controversies and Solutions                                  (4 credits) Leo Corriveau
115 ED 7025 Educational Research Design (4 credits) Raelyn Viti
116 ED 7201 Principal Internship I (1 credit) Pam Shepard
117 ED 7202 Principal Internship II (1 credit) Pam Shepard
118 ED 7203 Principal Internship III (1 credit) Pam Shepard
119 ED 7260 Applied Education Research (4 credits) Debra Nitschke-Shaw
120 ED 7501 Superintendent Internship I (1 credit) Michael Morgan
121 ED 7502 Superintendent Internship II (1 credit) Michael Morgan
122 ED 7503 Superintendent Internship III (1 credit) Michael Morgan

 

JENMARC 2016 cohort

The following courses are required of JENMARC students but they are open to others.

 

152 ED 5261 Research Practicum I (2 credits) Debra Nitschke-Shaw and Charlie Virga

 

JENMARC 2016 Fall Start cohort

The following courses are required of JENMARC students but they are open to others.

153 ED 6410 School Reform and Systems Change (4 credits) Charlie Virga
154 ED 6952 Portfolio II (1 credit) Debra Nitschke-Shaw

ONLINE Offerings – open to all (unless otherwise noted)

 

M.Ed./CAGS ONLINE Course offerings

Spring I 2017: January 16 – March 5

(Spring Break I: March 6 – 19)

CRN Course Code/Title/Credits Instructor
102 ED 5020 Language And Grammar: Developing Powerful Writers (3 credits) Terri Greene Henning
125 ED 5130 Psychology of Learning Communities (4 credits) Jacqueline Coe
103 ED 5170 Special Education: Disabilities, Issues, and Laws   (3 credits)

Those seeking certification must add CRN 123 Practicum in Special Education: Disabilities, Issues and Laws (1 credit)

Andra Hall
104 ED 5186 Curriculum and Methods of Teaching Reading in the Content Area (3 credits) Joan Follansbee
105 ED 5261 Research Practicum I (2 credits) Debra Nitschke-Shaw
106 ED 5262 Research Practicum II (2 credits) Dee Cornelison
107 ED 5710 Explicit Teaching: Literacy Across the Curriculum (3 credits) Julia Glennon
108 ED 5990 Special Education Law (3 credits)

Note: This course is required for those seeking principal licensure in Maine

Jill Hanlon
109 ED 5990 Evaluating Effective Teaching (3 credits)

Note: This course can substitute for Supervision of Curriculum and Instruction

Debra Nitschke-Shaw
110 ED 5990 Planning for Success in Alternative Schools (3 credits) Ja’net Bishop
111 ED 6010 Introduction to School Climate Leadership

(3 credits)

Lori Putnam
112 ED 6110 Dynamics of Curriculum and Instruction (4 credits) Sarah Rollins
113 ED 6511 Fundamentals of Educational Inquiry: Action Research I (2 credits) Debra Nitschke-Shaw
114 ED 6512 Action Research II (2 credits) Debra Nitschke-Shaw
115 ED 6951 Portfolio I (1 credit) Chris Beeso
116 ED 6961 Portfolio III (1 credit) Debra Nitschke-Shaw
117 ED 7003 Educational Leadership and Critical Issues (4 credits) Leo Corriveau
118 ED 7030 Culminating Leadership Plan: Yourself, Your School, and Your Profession (4 credits) Debra Nitschke-Shaw
119 ED 7201 Principal Internship I (1 credit) Pam Shepard
120 ED 7202 Principal Internship II (1 credit) Pam Shepard
121 ED 7203 Principal Internship III (1 credit) Pam Shepard
122 ED 7501 Superintendent Internship I (1 credit) Michael Morgan
123 ED 7502 Superintendent Internship II (1 credit) Michael Morgan
124 ED 7503 Superintendent Internship III (1 credit) Michael Morgan

 

            JENMARC 2016 cohort

The following courses are required of JENMARC students but they are open to others.

 

128 ED 5262 Research Practicum II (2 credits) Debra Nitschke-Shaw and Charlie Virga
  Select a course for your concentration – available courses are listed below
102 ED 5020 Language And Grammar: Developing Powerful Writers (3 credits) Terri Greene Henning
103  

ED 5170 Special Education: Disabilities, Issues, and Laws   (3 credits)

 

Andra Hall
104 ED 5186 Curriculum and Methods of Teaching Reading in the Content Area (3 credits) Joan Follansbee
107 ED 5710 Explicit Teaching: Literacy Across the Curriculum (3 credits) Julia Glennon
108  

ED 5990 Special Education Law (3 credits)

 

Jill Hanlon
109  

ED 5990 Evaluating Effective Teaching (3 credits)

 

Debra Nitschke-Shaw
110 ED 5990 Planning for Success in Alternative Schools (3 credits) Ja’net Bishop
111 ED 6010 Introduction to School Climate Leadership

(3 credits)

Lori Putnam
117 ED 7003 Educational Leadership and Critical Issues (4 credits) Leo Corriveau

 

JENMARC 2016 Fall Start cohort

The following courses are required of JENMARC students but they are open to others.

127 ED 6110 Dynamics of Curriculum and Instruction (4 credits) Sarah Rollins
  Select a course for your concentration – available courses are listed below
102 ED 5020 Language And Grammar: Developing Powerful Writers (3 credits) Terri Greene Henning
103  

ED 5170 Special Education: Disabilities, Issues, and Laws   (3 credits)

 

Andra Hall
104 ED 5186 Curriculum and Methods of Teaching Reading in the Content Area (3 credits) Joan Follansbee
107 ED 5710 Explicit Teaching: Literacy Across the Curriculum (3 credits) Julia Glennon
108  

ED 5990 Special Education Law (3 credits)

 

Jill Hanlon
109  

ED 5990 Evaluating Effective Teaching (3 credits)

 

Debra Nitschke-Shaw
110 ED 5990 Planning for Success in Alternative Schools (3 credits) Ja’net Bishop
111 ED 6010 Introduction to School Climate Leadership

(3 credits)

Lori Putnam
117 ED 7003 Educational Leadership and Critical Issues (4 credits) Leo Corriveau

 

ONLINE Offerings – open to all (unless otherwise noted)

 

M.Ed./CAGS ONLINE Course offerings

Spring II 2017: March 20 – May 7

(Spring Break II: May 8 – 14)

CRN Course Code/Title/Credits Instructor
102 ED 5015 Teaching Math (3 credits)

Those seeking certification must add CRN 126 Practicum: Teaching Math (1 credit)

Gail Poitrast
103 ED 5030 Meeting the Needs of All Learners (3 credits)

Those seeking certification must add CRN 127 Practicum: Meeting the Needs Practicum (1 credit)

Stacy Serzans
104 ED 5090 Literature in the 21st Century: Exploring Literature for Youngsters, Adolescents, and Young Adults (4 credits) Anya Bent
105 ED 5261 Research Practicum I (2 credits) Carlton Fitzgerald
106 ED 5262 Research Practicum II (2 credits) Debra Nitschke-Shaw
107 ED 5720 Technology Integration with the Inclusion of Assistive Technology (3 credits) Leanne Chauvette
108 ED 5990 Transition Services for Students in Alternative Education (3 credits) Ed Lowther
109 ED 5990 STEM integration in the K-12 classroom: An Interdisciplinary Approach                             (3 credits)

 

Sarah Rollins
110 ED 6180 Methods of Evaluation and Assessment: Making Data Meaningful (4 credits) Melissa Romein
???? ED 6410 Dynamics of Education Reform and Systems Change (4 credits)                                

Note: If seeking certification you will need 30 hours in a practicum setting

Jacqueline Coe
112 ED 6511 Fundamentals of Educational Inquiry: Action Research I (2 credits) Dee Cornelison
113 ED 6512 Fundamentals of Educational Inquiry: Action Research II (2 credits) Debra Nitschke-Shaw
114 ED 6952 Portfolio II (1 credit) Chris Beeso
115 ED 6962 Portfolio IV (1 credit) Debra Nitschke-Shaw
116 ED 7001 School Finance and Policy (3 credits) Carlton Fitzgerald
117 ED 7008 Achieving Educational Equity (3 credits) Liz Vigue
118 ED 7020 Exploring Assessment and Accountability: Controversies and Solutions                                    (4 credits) Leo Corriveau
119 ED 7201 Principal Internship I (1 credit) Pam Shepard
120 ED 7202 Principal Internship II (1 credit) Pam Shepard
121 ED 7203 Principal Internship III (1 credit) Pam Shepard
122 ED 7501 Superintendent Internship I (1 credit) Michael Morgan
123 ED 7502 Superintendent Internship II (1 credit) Michael Morgan
124 ED 7503 Superintendent Internship III (1 credit) Michael Morgan
125 ED 7510 Data Driven Leadership and Capstone Project (4 credits) Debra Nitschke-Shaw

 

           

            JENMARC 2016 cohort

The following courses are required of JENMARC students but they are open to others.

 

128 ED 6511 Fundamentals of Education Inquiry: Action Research and Seminar I (2 credits) Debra Nitschke-Shaw and Charlie Virga
129 ED 6961 Portfolio III (1 credit) Debra Nitschke-Shaw

 

JENMARC 2016 Fall Start cohort

The following courses are required of JENMARC students but they are open to others.

110 ED 6180 Methods of Evaluation and Assessment: Making Data Meaningful (4 credits) Melissa Romein
  Select a course for your concentration – available courses are listed below
102 ED 5015 Teaching Math (3 credits)

Those seeking certification must add CRN 126 Practicum: Teaching Math (1 credit)

Gail Poitrast
103 ED 5030 Meeting the Needs of All Learners (3 credits)

Those seeking certification must add CRN 127 Practicum: Meeting the Needs Practicum (1 credit)

Julia Glennon
104 ED 5090 Literature in the 21st Century: Exploring Literature for Youngsters, Adolescents, and Young Adults (4 credits) Anya Bent
107 ED 5720 Technology Integration with the Inclusion of Assistive Technology (3 credits) Leanne Chauvette
108 ED 5990 Transition Services for Students in Alternative Education (3 credits) Ed Lowther
109 ED 5990 STEM integration in the K-12 classroom: An Interdisciplinary Approach                             (3 credits) Sarah Rollins
116 ED 7001 School Finance and Policy (3 credits) Carlton Fitzgerald
117 ED 7008 Achieving Educational Equity (3 credits) Liz Vigue

 

 

ONLINE Offerings – open to all (unless otherwise noted)

 

M.Ed./CAGS ONLINE Course offerings

Summer I 2017: May 15 – July 2

 

CRN Course Code/Title/Credits Instructor
102 ED 5000 Technology and Information Literacy (3 credits) Leanne Chauvette
103 ED 5010 Curriculum

Design/Planning/Instruction/Assessment (4 credits)

Sarah Rollins
104 ED 5130 Psychology of Learning Communities (4 credits) Jacqueline Coe
105 ED 5261 Research Practicum I (2 credits) Debra Nitschke-Shaw
106 ED 5262 Research Practicum II (2 credits) Carlton Fitzgerald
107 ED 5990 Curriculum, Instruction, and Assessment in Alternative Education Pamela Bruening
108 ED 6190 Taming the Data Beast: Understanding and Using Assessment Data to Inform Instructional Decisions                                         (4 credits)

Note: This course can substitute for ED 6180 Evaluation and Assessment: Making Data Meaningful

Stacy Serzans
109 ED 6511 Fundamentals of Educational Inquiry: Action Research I (2 credits) Debra Nitschke-Shaw
110 ED 6512 Fundamentals of Educational Inquiry: Action Research II (2 credits) Dee Cornelison
111 ED 6951 Portfolio I (1 credit) Chris Beeso
112 ED 6961 Portfolio III (1 credit) Debra Nitschke-Shaw
113 ED 7004 School Law : ME, NH, & Federal

(3 credits)

Laura Nelson
114 ED 7006 Labor Relations (3 credits) Theodore Comstock
115 ED 7201 Principal Internship I (1 credit) Pam Shepard
116 ED 7202 Principal Internship II (1 credit) Pam Shepard
117 ED 7203 Principal Internship III (1 credit) Pam Shepard
118 ED 7501 Superintendent Internship I (1 credit) Michael Morgan
119 ED 7502 Superintendent Internship II (1 credit) Michael Morgan
120 ED 7503 Superintendent Internship III (1 credit) Michael Morgan

 

JENMARC 2016 cohort

The following courses are required of JENMARC students but they are open to others.

 

123 ED 6512 Fundamentals of Education Inquiry: Action Research and Seminar II (2 credits) Debra Nitschke-Shaw and Charlie Virga
124 ED 6962 Portfolio IV (1 credit) Debra Nitschke-Shaw

 

JENMARC 2016 Fall Start cohort

The following courses are required of JENMARC students but they are open to others.

 

125 ED 5261 Research Practicum I (2 credits) Debra Nitschke-Shaw and Charlie Virga

 

2016-2017 M.Ed./CAGS Course Descriptions

 

ED 5000 Technology and Information Literacy (3 credits)

This course prepares students with the theory and practice of effectively integrating technology and technology applications into the elementary and secondary classroom. Students will be versed in a variety of technology skills, tools, and applications as they relate to teaching, learning, and assessment. Strategies will be explored in developing technology skills in using these resources in the classroom setting.  Safe, ethical and legal issues will also be addressed.

Is required by those seeking certification; There is a 30 hour experiential component for those seeking certification

Meets MED and CAGS concentration requirement: Curriculum and Instruction

 

ED 5010 Curriculum Design/Planning/Instruction/Assessment
(4 credits)

This course provides the student with an opportunity to acquire knowledge of and demonstrate competence in a variety of curricula in K-12 schools and plan, deliver, and evaluate instruction across the curriculum. There will be an emphasis on the Common Core and other content specific standards and how they become the driving force for lesson planning and assessment. The Understanding By Design model will be used to guide students in developing lessons that can be taught with small groups of learners, in this case in a special education setting. The curriculum in all content areas will be discussed and the integration of curriculum to enhance student learning and authentic forms of assessment will be a focus.

Is required by those seeking certification; There is a 30 hour experiential component for those seeking certification

Meets MED and CAGS concentration requirement: Curriculum and Instruction

 

ED 5015 Teaching Math (3 credits) with 1 credit practicum for those seeking certification

This course provides students with the content knowledge needed to provide instruction in math. Mathematical reasoning, problem solving, and the use of various strategies and technology to help students acquire skills and knowledge associated with math literacy will be discussed. Students will also be exposed to current methods of teaching mathematics. There will be a focus on integrating mathematics into the other areas of the curriculum. Students will be required to spend time in a general education classroom working with teachers as they provide mathematic instruction including Response to Intervention instruction.
Those seeking certification must add the 30 hour experiential learning component CRN 127 Practicum: Teaching Math (1 credit)

Meets MED and CAGS concentration requirement: Curriculum and Instruction, STEM

 

ED 5020 Language and Grammar: Developing Powerful Writers (3 credits)

This course is designed to teach students the nuances of the English language and grammar and enable them to become powerful writers. In addition to knowledge about the English language and grammar, students will acquire skills and strategies that will enable them to teach grammar effectively to students in K-12.

Meets MED and CAGS concentration requirement: Curriculum and Instruction, Literacy

 

ED 5030 Meeting the Needs of all Learners (3 credits) with 1 credit practicum for those seeking certification

In this course students become familiar with the role of the case manager and who constitutes the team, due process, who is a qualified examiner, and various placement options. In addition, the course helps students develop skills to implement an IEP/IFSP/Transition Plan, use data to inform decisions about the education of students and to make modifications to the curriculum, including instruction, assessment, and behavioral strategies for all students, find resources to support all learners and develop tools to assess learning and monitor and communicate student growth.

Those seeking certification must add the 30 hour experiential learning component CRN 129 Practicum: Meeting the Needs of All Learners (1 credit)

Meets MED and CAGS concentration requirement: Special Education

 

ED 5090 Literature in the 21st Century: Exploring Literature for Youngsters, Adolescents, and Young Adults (4 credits)

In this course students will explore and analyze a variety of contemporary literature genres (poetry, fiction, non-fiction), in the context of content areas to which children, adolescents, and young adults are currently exposed. Through reading, analysis and critical evaluation, students will use a variety of forms of communication, including writing, speaking, and listening to convey the essence of the literature to share this with students within the class and beyond.

Is required by those seeking certification

Meets MED and CAGS concentration requirement: Curriculum and Instruction, Literacy

 

ED 5130 Psychology of Learning Communities (4 credits)

This advanced educational psychology course will explore theories of development, learning, motivation, intelligence and recent advances in brain-based learning and neuropsychology. Participants will critically assess various educational models and programs designed in accordance with the “new psychology” and use this information to critically assess current practices in teaching.

Is required by those seeking certification

Meets MED Core requirement and is required of those seeking principal and superintendent licensure

 

ED 5170 Special Education: Disabilities, Issues, and Laws (3 credits) with 1 credit practicum for those seeking certification

The primary goal of this course is to increase the student’s awareness of and sensitivity to individuals with special needs. In this course students will examine and become familiar with the laws relating to special education, the characteristics of various exceptionalities, the pre-referral, referral, and identification process, resources available to support learners, the roles of different related service personnel, the role of a paraeducator, how to work effectively as a team member with general education and other members of the special education team. Students will be expected to apply the knowledge from this course in a special education setting and reflect on what they are learning in the college classroom to what they are seeing in a school setting.

Those seeking certification must add the 30 hour experiential learning component CRN 221 Practicum in Special Education: Disabilities, Issues, and Laws (1 credit)

Meets MED and CAGS concentration requirement: Special Education

 

ED 5186 Curriculum and Methods of Teaching Reading in the Content Area (3 credits)

This course focuses on the literacy skills necessary for students to be successful in their content area courses. Participants will develop skills based on the latest research to teach students in 5-12 classrooms how to access their textbooks and other written material. This course will address issues such as fluency, vocabulary development in content areas, understanding how to read a text, strategies for studying and organizing material from a text, and strategies for retaining information.

Meets MED and CAGS concentration requirement: Curriculum and Instruction, Literacy

 

ED 5261 Research Practicum I (2 credits)

The Research Practicum I is designed to help the Master in Education candidates develop the first section of their Action Research proposal and to review the IRB request form for the Action Research capstone project. Students who enroll in the Research Practicum I work with a faculty member who is versed in action research. This individual will guide and support the student as they develop the background information (Section One) for the Action Research proposal and project. Participants will also begin to formulate their ideas in relation to the methodology to be used in the Action Research project. Upon completion of this course and the competencies associated with it the student will be ready to enroll in the ED 5262 – Research Practicum II. Prerequisite: ED 5130

Meets MED Core requirement

 

ED 5262 Research Practicum II (2 credits)

The Research Practicum II is designed to help the Master in Education candidate develop her/his proposal and IRB request form for the Action Research capstone project. Students who enroll in the Research Practicum I work with a faculty member who is versed in action research. This individual will guide and support the student as she/he develops the research methodology, informed consent forms and data collection tools for use in her/his study, and assist the student with obtaining approval through the Institutional Review Board. Upon completion of this course and the competencies associated with it the student will be ready to enroll in the Fundamentals of Educational Inquiry: Action Research, ED 6510 or ED 6511/ED 6512. Prerequisite: ED 5261

Meets MED Core requirement

 

ED 5710 Explicit Teaching – Literacy across the Curriculum (3 credits)

This highly interactive course will introduce participants to innovative literacy instructional methods. Participants will leave each session with literacy lessons across the curriculum that can be implemented in classrooms.  All of the course’s activities are designed to engage and motivate future or present educators, and provide them with powerful learning tools for their students. This course is designed to help educators increase their understanding of brain-based learning, curriculum, and technology integration.

Meets MED and CAGS concentration requirement: Literacy & Language Arts, Curriculum & Instruction, and Special Education

 

ED 5720 Technology Integration with the Inclusion of Assistive Technology (3 credits)

This course will introduce the diversity of assistive technology with an emphasis on making students aware of several applications of technology integration in the elementary and secondary environments.  Strategies will be explored in developing technology skills in using these assistive technology resources in the classroom setting.  Safe, ethical and legal issues will also be addressed.

Meets MED and CAGS concentration requirement: Curriculum & Instruction, Special Education, and fulfills Technology requirement for certification

 

ED 5990 Evaluating Effective Teaching (3 credits)

Students involved in this course will become familiar with Danielson’s model for evaluating teacher effectiveness. In addition, they will become familiar with the State of New Hampshire recommendations for evaluating teacher effectiveness which is linked to the INTASC standards. As part of the course individuals will be asked to assess themselves and several colleagues then evaluate using the Danielson model. They will provide feedback to the individuals regarding their performance and help the individuals create an action plan for professional development. In addition, individuals will become familiar with strategies for pre-conferencing as well as coaching after conducting an observation.

Can substitute for ED7002 Supervision of Curriculum and Instruction

Required of those seeking Principal Licensure and Superintendents

 

ED 5990 Special Education Law
This course offers graduate students a detailed view of IDEA acquainting prospective special education administrators with New Hampshire and Maine special education state and federal laws and regulations.  The course tenants include FAPE (Free and Appropriate Education), Child Find and LRE (Least Restrictive Environment), actual decisions from due process cases surrounding students with disabilities, conflict resolution and mediation using case studies. Students are expected to apply these principles when analyzing texts and case studies throughout this course.

Meets MED and CAGS concentration requirement: Special Education and Educational Leadership. Required of those seeking certification in Maine

 

ED 5990 STEM integration in the K-12 classroom: An Interdisciplinary Approach (3 credits)

STEM Integration in the K-12 Classroom: An Interdisciplinary Approach is designed to provide an interdisciplinary methodology to teaching and incorporating STEM practices across all disciplines. This course will involve active participation as discovery/inquiry learning, integration practices, and performance-based assessments and tasks are explored. Participants will understand the importance of developing critical thinkers in the classroom who value and promote investigation, inquiry, exploration, and questioning. The specific skills and principles to be examined and incorporated into professional practices within all disciplines, as presented by the Next Generation Science Standards (NGSS), include:

  • Asking questions and defining problems
  • Developing and using models
  • Planning and carrying out investigations
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
  • Constructing explanations and designing solutions
  • Engaging in argument from evidence
  • Obtaining, evaluating, and communicating information

Meets MED and CAGS concentration requirement: STEM, Curriculum and Instruction

 

ED 5990 Consultation and Collaboration in Alternative Education (3 credits)

Overview of models and strategies for coordinating services across disciplines and among school, family, and community agencies. Emphasis on interdisciplinary team coordination, communication, decision making, planning, and follow-up for individuals. The course will also focus on the role of the alternative program as a consultant and resource to other educational programs and agencies.

This course will focus on the following National Alternative Education Association Exemplary Practices for Alternative Education.

Meets MED and CAGS concentration requirement: Alternative Education, Educational Leadership

 

ED 5990 Developing and Sustaining Excellence in Schools (3 credits)

Overview of the development of sustainable policies, procedures, staffing, and professional development that lead to sustainable alternative programs. Emphasis on the establishing and maintaining a balance of stability and flexibility as required by the nature of alternative education. The role of data analysis and program evaluation as it contributes to ongoing school improvement, the development of best practices, and individual staff and professional growth will be a focus of this course.   This course will focus on the following National Alternative Education Association Exemplary Practices for Alternative Education.

Meets MED and CAGS concentration requirement: Alternative Education, Educational Leadership

 

ED 5990 Planning for Student Success in Alternative Schools (3 credits)

Overview of additional support for the students in the alternative environment to enable academic and behavioral improvements. Topics will introduce the definition, techniques, and examples of addressing modifying student behavior. The course will contain an exploration of options to prepare students for post-secondary success. This course will highlight the following National Alternative Education Association Exemplary Practices for Alternative Education.
Meets MED and CAGS concentration requirement: Alternative Education, Educational Leadership, Curriculum and Instruction

 

ED 5990 Transition Services for Students in Alternative Education (3 credits)

Techniques and processes used in programming for the needs of individuals as they prepare for transition to alternative programs and back to a comprehensive school program. This course will also focus on the development of an Alternative Education Plan and Transition Plan. Discussion will also focus on postsecondary programs and employment opportunities. Emphasis on skills related to professional liaison and support roles in the design of instructional arrangements and cooperative training.

Meets MED and CAGS concentration requirement: Alternative Education, Educational Leadership, Curriculum and Instruction

 

ED 5990 Curriculum, Instruction, and Assessment in Alternative Schools (3 credits)

Overview of curriculum, instructional strategies and programming, digital and virtual learning, and the role of student assessment. Emphasis on specific curriculum, engagement strategies and learning environments effective in alternative schools based on research. The role of formative and summative assessment, intervention, and how they work together to increase learning and engagement in alternative schools will be a focus of this course. This course will focus on the following National Alternative Education Association Exemplary Practices for Alternative Education.

Meets MED and CAGS concentration Requirements:

Alternative Education, Curriculum and Instruction

 

ED 5990 Instructional Leadership in Alternative Schools (3 credits)

Overview of instructional leadership, and the role of the student in the alternative environment. Emphasis on the program’s mission, goals, and target student population. Fundamental values are introduced that form the foundation for the design, operation, development, and administrative oversight of the alternative education program. The role of culture & climate, and how they work together to support learning in alternative schools will also be a focus of this course. This course will highlight the following National Alternative Education Association Exemplary Practices for Alternative Education.

Meets MED and CAGS concentration Requirements:

Alternative Education, Educational Leadership

 

ED 6000 Literacy and Language Arts (3 credits) with 1 credit practicum for those seeking certification

In this course students will investigate how learning to read and write is a developmental process requiring exposure to oral language and listening experiences. Students will explore current research on how the brain learns to read. Best methods for facilitating an effectively balanced and integrated literacy program will be discussed. There will be an emphasis on phonemic awareness, phonics, vocabulary, fluency, and comprehension. Strategies for reading in the content area such as how to access textbooks and other written material will be discussed. Students will also explore how reading problems occur, how to carry out diagnostic procedures in the classroom, how to determine students strengths and needs in relation to reading and how to implement corrective instruction. Students will spend time in a general education classroom working closely with a teacher or teachers who are providing instruction in reading and Response to Intervention instruction.

Those seeking certification must add the 30 hour experiential learning component CRN 222 Practicum in Literacy and Language Arts (1 credit)

Meets MED and CAGS concentration requirement: Curriculum and Instruction, Literacy

 

ED 6010 Introduction to School Climate Leadership (3 credits)

This advanced Educational psychology course will explore theories of youth social and emotional intelligence, learning, motivation, intelligence and recent advanced in brain-based learning and neuropsychology as it relates to school climate, bullying, and respectful teaching. Participants will critically assess various educational models and programs designed to reduce bullying and harassment, as well as specific respectful teaching practices that deepen student engagement, personalized learning and teacher and student empowerment and use this information to critically assess current practice in school climate leadership and school change.

Meets MED and CAGS concentration requirement: School Culture and Leadership; Educational Leadership

 

ED 6110 Dynamics of Curriculum and Instruction
(4 credits)

This course will explore theoretical and conceptual foundations of curriculum and development and instructional design for the elementary grades, secondary grades, physical education K-12, Theatre K-12, and Special Education K-12. The impact of national, state, and local standards for student learning will be explored as it relates to the curriculum development process. Participants will design meaningful curriculum models and contextualized learning activities in the context of these standards. Prerequisites: Must hold valid NH State Teacher Certification license or be accepted into the Teacher Education program and complete all required courses except student teaching.

Is required by those seeking certification

Meets MED Core Requirement

 

ED 6180 Methods of Evaluation and Assessment: Using Data Meaningfully (4 credits)

This course will examine formative and summative modes of assessment as well as the impact of current national and state level assessments on teaching and learning. Performance-based assessments as well as critical analysis of the strengths and limitations of standardized testing will serve as the foundation of this course; Participants will conduct school-wide assessment inventories, examine personal and professional beliefs about assessment among teachers, and explore the relationship between assessment and instruction.
Prerequisite for teacher certification majors grade of B or better in ED 5110 and ED 5170, taken concurrently with ED 5110 and 5170, or permission of Director of Teacher Education.

Is required by those seeking certification

Meets MED Core requirement

 

ED 6190 Taming the Data Beast: Understanding and Using Assessment Data to Inform Instructional Decisions (4 credits)

What are district and classroom based assessments saying about our students, and how can we use them to make informed decisions in which to meet the needs of all learners. As schools wrestle with implementing effective Response to Intervention systems, it is critical that staff can effectively utilize progress monitoring tools and assessment data to ensure best instructional practices.  This class will focus on analyzing data in order to inform instruction and improve student growth. Students will read and discuss articles related to using data to inform instruction, analyze and sort district and/or classroom data, design a grade book using content standards to track progress, create a data correlation chart to be used as a resource or in communicating levels of achievement with colleagues, students and parents, and create an instructional improvement plan using a framework such as universal design for learning.

Meets MED Core requirement

Can be taken as a concentration course for any concentration

Can substitute for ED 6180 Evaluation and Assessment: Making Data Meaningful

 

ED 6410 Dynamics of Educational Reform and Systems Change (4 credits)

This course will examine schools from a systems perspective, and theories of social and organizational change. Authoritarian and participatory leadership models will be examined and participants will conduct an extensive review of recent research in the field of educational reform. Participants will apply their understanding of various systems models to plan and design a complex systemic reform initiative.
Prerequisite: Must hold valid NH Teaching Certificate or permission of the Director of the Master of Education.

Meets MED Core requirement and those seeking principal licensure

 

ED 6511 Fundamentals of Educational Inquiry: Action Research I (2 credits)

Students will design and implement a comprehensive action research process in the context of a public school. Research methods and evaluation of results will be key features of this process. Public presentations of results to an audience of concerned educators as well as web-based distribution of their work will be essential features of this capstone experience. The first stages of the project will be implemented in this course.
Prerequisite: Must have completed ED5260 or ED 5261/ED 5262, have IRB proposal approved, and permission of Director of the Master of Education. Offered every semester.

Meets MED Core requirement

 

ED 6512 Fundamentals of Educational Inquiry: Action Research II (2 credits)

Students in this course will continue to work on their Action Research project. They will complete their data collection, analyze their, complete their writing of their project and implement a public presentation. Prerequisite: Grade of B or better in ED 6511.

Meets MED Core requirement

 

ED 6951 Portfolio I (1 credit)

This course will involve the preparation of an individualized teaching portfolio. Students will become familiar with Charlotte Danielson’s Frameworks for Effective Teaching and the INTASC standards or appropriate principal or superintendent standards. They will begin to develop a Working Portfolio that they will complete in Portfolios II, III & IV where they will create their Professional Presentation Portfolio.
Prerequisite: Must hold valid NH Teaching Certificate, be a candidate for the Masters of Education, or permission of the Director of the Master of Education.

Is required by those seeking certification

Meets MED Core requirement

 

ED 6952 Portfolio II (1 credit)

This course will assist participants to continue in the development of their professional portfolios. They will continue to develop a Working Portfolio that they will complete in Portfolios III & IV where they will create their Professional Presentation Portfolio. For Teacher Conversion students this portfolio class will also help you to prepare your portfolio for applying to the certification program. Prerequisite: Completion of Portfolio I. Must hold valid NH Teaching Certificate, be a candidate for the Masters of Education, or permission of the Director of the Master of Education.

Is required by those seeking certification

Meets MED Core requirement

 

ED 6961 Portfolio III (1 credit)

This course will assist participants to continue in the development of their professional portfolios. They will continue to develop a Working Portfolio that they will complete in Portfolios IV where they will create their Professional Presentation Portfolio. In this course students will work to connect their work in the program to the appropriate standards.
Prerequisite: Completion of Portfolio II.

Is required by those seeking certification

Meets MED Core requirement

 

ED 6962 Portfolio IV (1 credit)

This course will involve the preparation of an individualized leadership portfolio. Participants will develop their final portfolios to be used to demonstrate competency in the appropriate standards for their programs. In Portfolio IV students will generate their final professional portfolios. Prerequisite: Completion of Portfolio III.

Is required by those seeking certification

Meets MED Core requirement

 

ED 7000 School Leadership (3 credits)

This course is designed to increase understanding of leadership and how it applies in the public school system. The principles of effective leadership will be explored and applied in a project-based setting. This application will include but is not limited to the following areas: human relations, teacher supervision and evaluation, school culture, budget development, meeting facilitation, building organization, emergency management, student assessment, and department structure. This is an overview of the roles and responsibilities of the principal and participants will be required to develop a philosophy learning taking into consideration multiple stakeholder input.
Prerequisite: Must hold valid NH Teaching Certificate.

Is required by those seeking principal certification

 

ED 7001 School Finance and Policy (3 credits)

This course is designed to address the principal’s role and responsibilities in designing proper financial and accounting procedures, develop site-based budgets and create a system for monitoring account expenditures (object and function codes such as regular education, special education, school administration, transportation, athletics, student activities, etc.). Students will become familiar the plethora of policies (including NH State School Approval standards) used within a district and with the process by which policies and procedures are developed, implemented, evaluated, and revised.

Is required by those seeking principal certification

Meets principal certification requirements

                 

ED 7003 Educational Leadership and Critical Issues (4 credits)

This course explores the foundational issues of the role of education in society, the impact of philosophies of learning on education, the human, technical and structural dimensions of education, and critical issues facing schools today. In this course participants will understand issues of culturally responsive leadership, navigating in complex environments with diverse stakeholders, and working with diverse groups/stakeholders to build a shared vision, establish shared goals and develop a strategic plan, including detailed action plans.

Is required by those seeking principal and superintendent certification

 

ED 7004 School Law: ME, NH, & Federal (3 credits)

Educators must know the laws that govern the operation and conduct of their organizations as they face a highly litigious society. ED 7004 is a study of the relevant legal principles that impact school governance and legal issues related to children. In ED 7004, practicing teachers, prospective teachers, as well as practicing and prospective administrators will gain knowledge about legal issues that will help them in effectively performing their professional duties within the boundaries of constitutional, statutory, and case law.

Is required by those seeking principal and superintendent certification

Meets MED concentration requirement: Special Education

 

ED 7005 Educational Technology Leadership (3 credits)

This course provides participants with an opportunity to explore critical perspectives on technology leadership and the need for grounding technology decision in focused efforts to improve students’ learning results, learning opportunities and learning climate. Participants will also develop skills in assessing the digital divide issues and in identifying and tapping local resources to overcome digital inequities.

Is required by those seeking principal and superintendent certification

 

ED 7006 Labor Relations (3 credits)

This course reviews the law as well as the practical strategies and practices of labor relations in K-12 school systems. Participants will become familiar with the issues involved with collective bargaining and contract management.

Is required by those seeking superintendent certification

 

ED 7008 Achieving Educational Equity (3 credits)

Participants enrolled in this course will develop skills in using data to identify inequities, mobilize local stakeholders to recognize the extent and importance of inequities, and to assess progress in improving students’ learning results, learning opportunities, and learning climate. Participants will also develop an understanding of important dimensions of educational equity and an appreciation of the factors of diversity (e.g., gender, socio-economics, race, language, culture) and proven strategies and resources for addressing them. The goal is for the participants to understand and be able to develop a community of learners that has a positive impact on achievement.

Is required by those seeking superintendent certification

 

ED 7009 Facilities Planning and Management and Data-Based Decision Making (3 credits)

Participants will become familiar with population projection processes, adapting current and new facilities to meet various needs, maintaining and improving existing facilities, and meeting or upgrading facilities in light of various local, state, federal codes. Participants will also become familiar with needs identification, including enrollment projections, and educational specifications, auxiliary services, costs per required square footage, community surveys, facility development, and managing the budget and warrant article processes within the context of data-based management systems.
Is required by those seeking superintendent certification

ED 7020 Exploring Assessment and Accountability: Controversies and Solutions (4 credits)

This course explores the various assessments, standardized and authentic, that teachers and school leaders can use to inform instruction. It goes beyond just looking at test data to actually developing plans using data to improve learning in schools and classrooms. Students will analyze the conditions needed for designing high-quality assessment systems, develop specific competencies and become proficient at productively discussing Assessment Practices, Assessment Principles, and Assessment Policies. Students will be able to more deeply engage in professional dialogue with other educational professionals about using and improving student assessment. The link between school effectiveness, student achievement, and accountability will be discussed.

Meets CAGS Core requirement and those seeking principal and superintendent licensure

Can substitute for ED 6180 Evaluation and Assessment: Making Data Meaningful

 

ED 7025 Educational Research Design (4 credits)

Students in this seminar will increase their research knowledge and skills. In addition, students will become better consumers of research in order to integrate theory into practice for program development, assessment, and curriculum delivery. As a result of this course, students will be able to 1) Articulate the role of research methodology in education, 2) Identify, describe, and evaluate various quantitative methodologies, 3) Compare and contrast research designs, data collect methods, and analyses, 4) Critique published educational research, and 5) Identify implications for research on human subjects.

Is required of those seeking superintendent certification

 

ED 7030 Culminating Leadership Plan: Yourself, Your School, and Your Profession (4 credits)

Every school leader needs to have a plan for moving forward. Whether you are a formal leader such as a principal or superintendent or a teacher leader it is critical that you have a sense of direction, a plan with actionable steps, individuals who can help achieve the goals, people to take responsibility for achieving the goals, criteria for success, and possible evidence of meeting the identified goals. In this course students will take stock of where they are and where they would like to be in five years, discuss this vision with colleagues, find research to support the direction in which they want to go, and develop a leadership plan with materials to help them achieve their vision and goals.

Meets CAGS Core requirement

 

ED 7201 Principal Internship I (1 credit)

This course provides students with an opportunity to experience an educational environment on an extended basis under supervision of an experienced Principal. Students enrolled in this internship will work for a minimum of 460 hours under the supervision of an experienced, NH State certified principal.

Is required by those seeking principal certification

 

ED 7202 Principal Internship II (1 credit)

This course provides students with an opportunity to experience an educational environment on an extended basis under supervision of an experienced Principal. Students enrolled in this internship will work for a minimum of 460 hours under the supervision of an experienced, NH State certified principal.

Prerequisite: ED7201 Principal Internship I

Is required by those seeking principal certification

 

ED 7203 Principal Internship III (1 credit)

This course provides students with an opportunity to experience an educational environment on an extended basis under supervision of an experienced Principal. Students enrolled in this internship will work for a minimum of 460 hours under the supervision of an experienced, NH State certified principal.

Prerequisite: ED7201 Principal Internship II

Is required by those seeking principal certification

 

ED 7260 Applied Education Research (4 credits)

Every school leader is aware of the myriad issues associated with schools. In addition they are aware of the endless resources that can be used to understand an issue in their school. This course has the student identify a significant school—wide issue, one that requires research about the cause of the problem and possible solution. The student will find scholarly research about the issue and develop an introduction and comprehensive literature review along with reference page. This course is the prerequisite for ED 7510 where the student will take the information, gather data from the school that is pertinent to the issue, develop a comprehensive plan to solve the problem, and share this plan with appropriate school leaders for their approval.
Meets CAGS Core requirement

ED 7501 Superintendent Internship I (1 credit)

This course provides students with an opportunity to experience an educational environment on an extended basis under supervision of an experienced Superintendent. Students enrolled in this internship will work to accrue over the three internships a minimum of 1200 hours (a full year) under the supervision of an experienced, NH State certified superintendent. Prerequisites: Must complete a majority of courses for Superintendent licensure and have approval of MED Program Director.

Is required by those seeking superintendent certification

 

ED 7502 Superintendent Internship II (1 credit)

This course provides students with an opportunity to experience an educational environment on an extended basis under supervision of an experienced Superintendent. Students enrolled in this internship will work to accrue over the three internships a minimum of 1200 hours (a full year) under the supervision of an experienced, NH State certified superintendent. Prerequisites: Must complete ED 7501 Superintendent Internship I.

Is required by those seeking superintendent certification

 

ED 7503 Superintendent Internship III (1 credit)

This course provides students with an opportunity to experience an educational environment on an extended basis under supervision of an experienced Superintendent. Students enrolled in this internship will work to accrue over the three internships a minimum of 1200 hours (a full year) under the supervision of an experienced, NH State certified superintendent. Prerequisites: Must complete ED 7501 Superintendent Internship II.

Is required by those seeking superintendent certification

 

ED 7510 Data Driven Leadership and Capstone Project (4 credits)

As a result of your work in ED 7260 Applied Education Research, you have explored a school-wide issue important to your school, researched scholarly journals and resources about what is currently known about the issue, and ways experts have solved the problem. In this course you will take that information and gather data associated with the problem that is pertinent to your school and the issue. After analyzing that data, you will develop a comprehensive plan that is achievable that takes all aspects of the problem and all constituents into consideration. This plan will be presented to individuals at your school who have the decision-making ability to accept and implement the plan.

Meets CAGS Core requirement

 

 

 

 

 

 

National Alternative Education Association © 2017